REVIEW OF RELATED LITERATURE
This chapter presented a review of related literature, research and relevant studies conducted that are related to the current study.
Ventura (2006) emphasized the importance of music as a natural venue to develop the child’s brain. She stressed early that music can stimulate the cognitive and emotional development of young minds better. The expert noted that there is no strict rule as to how many hours a day a baby needs to be exposed to music because it can be used as background during feeding or playtime. Music and adult interaction, she said, actually helps a baby form a vast range of vocabulary early in his or her life compared to babies who are left to watch educational programs on TV.
Castillo (2006) noted that young children who have a sense of “steady beat” do better in school as opposed to those who have not been exposed to music when they were young. She cited research that revealed how children who were born shy are able to overcome their inhibitions and develop better social skills during interaction in musical activities.
Gonzalez (2000) has urged public school administrators to intensify music education in their classes, as this would develop multiple intelligence among students. He stated that in keeping with the goals of a liberal education, we need to develop not only our student’s abilities in verbal and numerical reasoning where they exist but likewise their musical expressiveness.
According to Tiongson (2000) music can enrich lives and touch emotions. But it also helps children think reasons and create.
Koo (2000) noted in the earliest days, weeks and years of life, everything your baby experiences and learns stimulates millions of vital connections in the brain that are the foundation for all future learning. Classical music may soothe as well, calming newborns and helping them adjust to life outside the womb. One reason could be that.